忧伤与愤怒:教育社会学的情感动力——以涂尔干、麦克拉伦为例

Sadness and Anger: Emotional Driving Forces of Educational Sociology——Taking Emile Derkheim and P. Mcralen for Example

反思教育社会学时,不应仅从理论角度展开,还应关注其中的情感动力。以涂尔干的古典教育社会学为例,其中便有一种古典主义者特有的忧伤情感在起支撑作用。而在麦克拉伦的教育社会学实践中,则可以清楚看到马克思主义者对于"资本主义"及"帝国主义"体制的强烈愤怒。麦克拉伦之后的教育社会学以及当代中国教育社会学能有什么样的发展,同样也要厘清其中可能存在的情感动力。

The Emotional driving forces are subject to be ignored in the theoretical oriented reflection of educational sociology. Taking the educational sociology invented by Emile Derkheim as an example, one can see that this kind of educational sociology was shaped by the typical emotion of sadness that a classical scholar might have. In the works of Peter Mcralen ’s educational sociology, there has been a strong Marxism anger towards the capitalism and imperialism word. The emotional driving forces must also be taken into consideration when examining the development of Chinese contemporary educational sociology.